Remote Learning during the COVID-19 Pandemic: Perceptions of Teacher Education Students

Abstract

This study investigates teacher education students' remote learning experiences and anxiety levels in the College of Education at NEUST-San Isidro Campus during the shift to virtual learning in response to COVID-19. A descriptive correlational study was conducted among students (N=649). Data were collected using an electronic questionnaire, mainly google Forms. Pearson's r was used to investigate the relationships between student perceptions of responsibility and independence in their learning, the impact of remote teaching on achievement of the learning goal, and student anxiety levels. Results showed that students agree on the outcome of remote teaching on their responsibilities and independence towards their learning (2.95±.91). In addition, students achieved their learning goals (2.80±.66). Moreover, 6.32% of the students reported not having had anxiety, while 31.12% had severe anxiety. Student's perceptions of responsibility and independence and learning goal achievement has a moredate positive correlation (r=0.699;p<0.001). Moreover, between students' anxiety level and their perceptions of responsibility and independence there was a weak positive correlation (r=.144;p<0.001) as well as learning goal achievement (r=.177;p<0.001). In conclusion, students' anxiety levels had a moderate effect on student perceptions of responsibility, independence, and goal achievement. Further studies are needed to discover what would progress student learning experience during the COVID-19 pandemic.